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Minority Gifted Education

  • Most students identified as gifted are Asian and White

  • African American and Latino students are disporportionately under-identified

African American

  • Adeptness in visual art activities
  • High nonverbal fluency and originality
  • High creative productivity in small groups
  • High creativity in movement, dance, and other physical acitvities
  • Use of language rich in imagery

Hispanic Culture

  • Follows orders
  • Does not lead
  • Obeys, cooperates, submissive
  • Doesn’t meddle in adult affairs
  • Doesn’t judge or criticize others
  • Opposing cultural values will put student at odds with significant others (family, culture, etc...)

Navajo Culture

  • Quietness
  • Non-competitive
  • Non-assertive
  • Does not show leadership qualities in public

Challenges Faced

Background

  • Doublely overlooked
  • Less likely to be identified by teacher
  • Lack of multicultural classroom Impacts sense of belonging and validations
  • Difficulty succeeding in predominately white gifted programs that are heavily verbal in content and focus
  • So few like them in their classes
  • Choose not to participate for fear of "acting white" and the perception that participating will be viewed as a rejection of one's culture and resulting in potential social isolation

Suggested Interventions

Improved Identification

  • Diverse selection committes
  • Better train classroom teachers
  • Mulitple assessment tools
  • Alternate testing methods
  • Tests in native languages
  • Improve selection methods
  • Create more culturally responsive learning environments
  • Preparatory programs
  • Better inform parents, teachers, and community
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